Exploring the Mediating Effects of Gratitude on the Relationship Between Work-life Balance, School Support, and Life Satisfaction among Honorary Teachers

Life satisfaction reflects an individual’s cognitive evaluation of their current condition. Research on the life satisfaction of honorary teachers in Indonesia remains limited. Concerns regarding low income and career uncertainty highlight the need to explore factors influencing their well-being. This study investigates gratitude as a mediator in the relationship between work-life balance, school support, and life satisfaction among honorary teachers.

A quantitative approach was employed, using purposive sampling to recruit 284 honorary teachers (79% female, 20.4% male) aged 37–51 years. Participants completed the Work-Life Balance Scale (WLB), School Support Scale (SS), Gratitude Questionnaire (GQ-6), and Satisfaction With Life Scale (SWLS). Data were analyzed using Structural Equation Modeling (SEM).

SEM analysis demonstrated a good model fit (df = 435, CFI = 0.957, TLI = 0.951, RMSEA = 0.043). Gratitude mediated the relationship between work-life balance and life satisfaction (p = 0.012) and between school support and life satisfaction (p = 0.028).

Gratitude plays a significant role in enhancing the life satisfaction of honorary teachers in Indonesia, despite economic pressures and career uncertainty. Study limitations include gender imbalance among participants and a restricted geographical scope.

Work-life balance and school support positively predict life satisfaction, with gratitude functioning as a key mediating factor. These findings underscore the importance of fostering work-life balance, school support, and gratitude to enhance the well-being of honorary teachers.